Rocklin Unified School District’s Multi Tierred System of Supports follows California Department of Education’s model of an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. Components of our system that are being put into place at all sites include:
Systems based on the analysis of data to address support for all students, including gifted and high achievers, both academically and behaviorally.
A commitment to implementing Universal Design for Learning instructional strategies so all students have opportunities for learning through differentiated content, processes, and product.
Integrating instructional and intervention support, based on CCSS-aligned classroom instruction to proactively address students’ needs before they fail.
Ongoing professional development using research based strategies and curricula for first instruction and interventions.
Strategies to change the way in which they have traditionally worked across all school settings.
A systemic approach that include several Tiers of support to address all students’ academic, behavioral and social/emotional needs.
This is a result of district and parent interest in the development of aligned supports and interventions integrated within current, effective district practices to ensure all students are academically and socially successful in our schools.
District teams continue to meet and examine data about student learning and site implementation of mathematics and reading initiatives. This helps the district to understand how instructional and socio-emotional programs and staff and programs can continue to be leveraged or redesigned to become a more tightly integrated system of services and supports.
There are a variety of entry points for each school to begin coordinating academic and behavioral support services for students. On the academic side of the district’s developing tiers of support, staffs are beginning to utilize Universal Designs for Learning, or strategies for students to engage in learning, experience a range of representations of content, and a variety of options for demonstrating their understanding of what they’ve learned. Sites are beginning to utilize screening and progress monitoring assessments to collect data about student learning, and use this to provide additional supports including reading interventions throughout the week. Behaviorally, many sites have launched the Positive Behavioral Interventions and Supports (PBIS) to provide school and classroom behavioral expectations for all students. Many sites are now implementing social skills groups for students who need additional support and school based therapy for those students who have more intense socio-emotional needs. All of these components create an integrated system of research based practices designed to ensure all students are successful.
MTSS success will be sustained over time through the use of data informed decision making, and targeted professional development around our implementation of evidence based practices for academic and behavioral support. This continuous improvement cycle will ensure effectiveness of MTSS.